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Itzcovich, Susana R. – Yelmo, 1973
Article to be continued. (DS)
Descriptors: Books, Child Language, Childrens Literature, Language Ability
Peer reviewedGoldblum, Marie-Claire – Langue Francaise, 1972
Special issue devoted to research and the teaching of French in the elementary school. (VM)
Descriptors: Child Language, French, Language Acquisition, Language Research
Scholl, Kathleen – Instructor, 1973
Suggestions on incorporating children's chants, games, riddles, and songs into the language arts program. (SP)
Descriptors: Books, Child Language, Childrens Games, Folk Culture
Peer reviewedCruttenden, Alan – British Journal of Disorders of Communication, 1972
Descriptors: Articulation (Speech), Child Language, Data Analysis, Language Acquisition
Peer reviewedPalfrey, C. F. – Educational Review, 1972
The questions Piaget has put to children during his research are either ambiguous or tendentious. Consequently the answers received do not necessarily follow from the child's conception of the world but quite probably from his expectation of the kind of answer required. (Author)
Descriptors: Ambiguity, Child Development, Child Language, Content Analysis
Saxman, John H.; Fay, Warren H. – J Speech Hearing Res, 1970
Descriptors: Behavior Patterns, Child Language, Language Acquisition, Language Research
Costango, Frances S. – Elementary English, 1972
The normal" six-year old has control of all aspects of his language when he begins attending school. The teacher must expand these skills. (MF)
Descriptors: Child Language, Cognitive Processes, Comprehension, Language Skills
Chew, John J., Jr. – Journal-Newsletter of the Association of Teachers of Japanese, 1969
Paper read at the Annual Meeting of the Modern Language Association of America, December 29, 1968, in New York, New York. (DS)
Descriptors: Child Development, Child Language, Japanese, Language Instruction
Nurss, Joanne R.; Day, David E. – Journal of Verbal Learning and Verbal Behavior, 1971
This study compared the ability of Southern urban higher status white and lower status white and black four-year-olds to imitate, comprehend, and produce selected standard English grammatical structures. The higher status white group performed better than either of the lower ones. Possible effects of dialect differences on the results is…
Descriptors: Black Dialects, Child Language, Comprehension, Psycholinguistics
Hopper, Robert – Speech Monographs, 1971
Based on a portion of author's Ph.D. dissertation, Communicative Development and Children's Answers to Questions," University of Wisconsin, 1970. (Author/RD)
Descriptors: Child Language, Grammar, Language Research, Linguistic Performance
Peer reviewedRisley, Todd R.; Reynolds, Nancy J. – Journal of Applied Behavior Analysis, 1970
Descriptors: Child Language, Disadvantaged Youth, Language Skills, Verbal Communication
Peer reviewedHouston, Susan H. – Language Sciences, 1970
In dealing with the differences between the school and non-school language of Black children, the author uses a contingency grammar," which considers all speakers of a language to have the identical linguistics competence but includes a level of systematic performance" to account for dialectal and other systematic differences. (FB)
Descriptors: Black Dialects, Child Language, Language Styles, Linguistic Competence
Peer reviewedHunt, Kellogg – TESOL Quarterly, 1970
This article discusses the now established" fact that one aspect of language development in native English speakers is the increasing ability to embed larger and larger numbers of sentence consituents and considers its implications for second language acquisition. (FB)
Descriptors: Child Language, Language Acquisition, Language Instruction, Language Universals
Hunt, Kellogg W. – Elem Engl, 1970
The McCaig article appears in this issue, pp. 612-18. (RD)
Descriptors: Child Language, Language Acquisition, Language Research, Language Styles
Peer reviewedHoff-Ginsberg, Erika; Shatz, Marilyn – Psychological Bulletin, 1982
Reviews research on contributions of the child's environment to the development of syntax and semantics. Current theoretical proposals for internal and external constraints are discussed, and the implications of the research for the theoretical descriptions of the child's contribution to development are considered. (RH)
Descriptors: Child Language, Children, Educational Environment, Feedback
